汉字的无线索回忆再认效应：重复学习和重复测验的作用

Recognition without cued recall(RWCR) phenomenon in Chinese characters: Effects of restudying and testing

采用无线索回忆再认范式,对基于熟悉性的汉字语义特征再认进行了探索,考察了重复学习和重复测验对汉字语义特征的无线索回忆再认效应(RWCR效应)的影响。实验1采用即时测验,实验2采用延时测验,结果发现:(1)无论即时还是延时测验,汉字语义特征的再认均存在RWCR效应。(2)在即时测验时,重复学习对熟悉性有显著影响,重复测验对熟悉性没有影响;重复学习和重复测验均提高回想成绩,但二者无差异。(3)在延时测验时,重复学习组和重复测验组的熟悉性评分均下降,但前者下降快于后者;重复测验组回想的遗忘率较低,重复学习组回想的遗忘率较高。上述结果说明,汉字的语义特征存在稳定的RWCR效应,且重复学习主要影响熟悉性,重复测验主要影响回想。进一步证明了再认记忆的双加工理论。

Familiarity is thought to emerge when there is a match between the features currently presented and the features stored in memory, and it could be affected by both restudying and testing. It is still not clear whether all types of features can lead to familiarity. Though previous studies identified some types of features that could produce familiarity in the absence of recall, it is inconclusive as to whether semantic information gave rise to the familiarity feeling in recognition. No study has yet examined whether semantic features of Chinese can produce familiarity in the absence of recall. Furthermore, another open question remains as to whether the effects of testing and restudying on recollection and familiarity are dissociative.The RWCR paradigm provides a quantitative way to explore above questions. RWCR refers to the phenomenon that even when participants are unable to recall a studied item when cued at test, they can stillreliably discriminate between cues that resemble studied items and cues that do not. In this research, we explored the RWCR effect in Chinese characters learning, and used RWCR to examine the effectiveness of testing and restudying in recognition. In Experiment 1, the final recognition test was taken immediately after the learning phase. A total of 60 college students were engaged in a 2（Study Status： studied vs. nonstudied） × 2（Study Strategy Type： testing vs. repeated study） mixed design experiment, to study different influences of testing and restudying on effectiveness of recollection and familiarity. In Experiment 2, 41 college students participated in a mixed design experiment. The procedure was identical to that of experiment 1, except that the final recognition test was taken one week after learning. The results showed that（1） when the final test was taken immediately after the study phase, both restudying and testing lead to better recollection performance than the studying-once encoding did, and there was an advantage of restudy encoding over test encoding.（2） Restudy encoding led to better familiarity performance relative to testing and study-once encoding, and there was no difference between test encoding and studying-once encoding.（3） When the final test was delayed for one week, there was no difference in the recollection performance after either restudy encoding or test encoding.（4） Familiarity performance in restudy encoding condition declined faster than that in the test encoding condition.（5） The semantics of Chinese could elicit the RWCR effect. The results demonstrated that the initial testing increased recollection relative to studying words once, whereas it did not affect familiarity. In addition, recognition tasks showed better familiarity on restudied words than on tested words, and test could enhance long-term retention of the tested material. Further, the semantics of word would also elicit the RWCR effect in logographically scripted language（i.e., Chinese）.